Sinclair Hazel K, Cleland Jennifer A
Department of General Practice and Primary Care, University of Aberdeen, Aberdeen, UK.
Med Educ. 2007 Jun;41(6):580-2. doi: 10.1111/j.1365-2923.2007.02768.x.
This study aimed to monitor which undergraduate students collected formative feedback on their degree essays and to quantify any correlations between gender or summative mark achieved and whether formative feedback was sought.
We carried out a study at the University of Aberdeen Medical School, involving a total of 360 Year 3 students, comprising all 177 students in the 2004 cohort and 183 in 2005. Data on gender and summative mark were routinely collected during the degree assessment processes in March 2004 and 2005. Students signed on receipt of their feedback.
Less than half the students (46%) collected their formative feedback: 47% in 2004, and 45% in 2005. Overall, females were significantly more likely than males to seek formative feedback (P = 0.004). Higher achievers were significantly more likely than lower achievers to seek their feedback (P = 0.020).
Our findings indicate that these medical students, particularly males and poor students, may not use assessment feedback as a learning experience. Female and better students are keener to seek out formative feedback that might be expected to help them continue to do well. We need to explore further why so many students do not access formative feedback, and develop strategies for addressing this issue effectively.
本研究旨在监测哪些本科生收集了关于其学位论文的形成性反馈，并量化性别或所获终结性成绩与是否寻求形成性反馈之间的任何相关性。
我们在阿伯丁大学医学院开展了一项研究，共涉及360名三年级学生，包括2004级的全部177名学生和2005级的183名学生。在2004年3月和2005年的学位评估过程中常规收集了性别和终结性成绩数据。学生在收到反馈时签字确认。
不到一半的学生（46%）收集了他们的形成性反馈：2004年为47%，2005年为45%。总体而言，女性比男性更有可能寻求形成性反馈（P = 0.004）。成绩较好的学生比成绩较差的学生更有可能寻求反馈（P = 0.020）。
我们的研究结果表明，这些医学生，尤其是男生和成绩较差的学生，可能没有将评估反馈作为一种学习体验。女生和成绩较好的学生更热衷于寻求可能有助于他们继续取得好成绩的形成性反馈。我们需要进一步探究为什么这么多学生不获取形成性反馈，并制定有效解决这一问题的策略。
